Page 21 - The Ogemawahj Tribal Council

Emotional (Relate) Activating Prior Knowledge, A2.5 evaluate evidence and
draw conclusions about
Minds On aspects of the interactions
among First Nations,
Read aloud the book Stolen Words by Melanie Florence. This is a
Métis, and Inuit individuals
picture book that explores the intergenerational impact of residential
and communities, among
schools, especially on language.
Europeans, and between
Europeans and First Nations,
Opening Circle
Métis, and Inuit in what would
Prompting Questions: eventually become Canada
• What feelings do you think you would be experiencing if you had during this period, highlighting
the perspectives of the
to attend residential school?
different groups involved
• How would you feel if you were forbidden to speak
A2.6 communicate the results
your language?
of their inquiries, using
appropriate vocabulary
Connections to Language
Language is culture. In Anishinaabemowin (the language of the
Anishinaabe people), emphasis is put on describing the actions of
the natural world, rather than giving labels to the things that exist
within nature. The example Mishoo’mis (Grandfather) describes is:
“The source of it all.” This word is also a term for the heated-up rocks
ANISHINAABEMOWIN
that are brought into a sweat lodge (the heat and energy source of
LANGUAGE
the ceremony). Gichi’ayaag, which describes “Great Beings,” is how
CONNECTIONS
Anishinaabe people speak about Elders in the community (refer
grandfather: Mishoo’mis (mih-
to page 28 in the Alderville First Nation Resource Book for more
show-miss)
information about Elders). How does a loss of language affect one’s
Elders: Gichi’ayaag (gih chih-
understanding of their familial roles and connections? How does ayaw-og)
worldview change?
school: gikinoo’amaadiiwigamig
(gih kin-no-maw-dee-wih-gah-
Physical (Reveal) Action, Hands On mig)
Students will spend this time researching the topic of residential Anishinaabe language:
Anishinaabemowin (uh-nish-
schools and using the provided resources to develop a deeper
naw-beh-mow-in)
understanding of the impacts of residential schools.
1. Have students read Educational Rights on page 61 in the Alderville
First Nation Resource Book and record their thoughts, feelings,
questions, and connections in a Student Reflection Journal.
2. Have students select one of the provided resources to explore in
groups of two or three.
3. Students can independently record thoughts, feelings, emotions,
and connections in response to their chosen resource in their
Reflection Journal.
4. Students will share their thoughts, feelings, emotions, and
connections to their chosen resource as well as an overview of
their resource.

Resource Books Leaders’ Guide 19